Hadil Fonouni Danielle Peters June 19, 2013 EDUC 472-4 Grade 3 Language Arts Lesson Plan
Title: Adjective Poems Lesson Plan
Purpose: To compose a written poem based on a large quantity of unique adjectives. The adjectives will be related to a noun that is personal to the student. We will review adjectives and implement in a guided practice. The students will be able to evoke their senses as we get them to call upon the five senses to come up with adjectives that describe a noun. We will encourage them to use emotion and ask them to describe how that noun makes them feel to push them farther in their thinking about adjectives. They will be asked to visualize or paint a picture in their minds and then describe it. We will explain that adjectives are necessary to paint pictures in reader’s minds. Adjectives help the reader see what the writer mean.
Learning Outcome: The students will have learned a variety of new adjectives and how two or more adjectives can be used to describe one noun. The students will also be able to write their own poem using adjectives to describe a noun that is personal to them.
PLO’s: A1 – Use speaking and listening to interact with others for the purpose of contributing to a class goal and completing a task.
A11 – Use the features of oral language to convey and derive meaning, including speaking with subject-verb agreement, and use adjectives.
C3 – Create a variety of imaginative writing and representations following patterns modeled from literature, featuring ideas, developed through interesting sensory details and experimentation with word choice by using new, unusual words and varied descriptive and sensory language.
Materials:
“Many Luscious Lollipops” by Ruth Heller “Alexander & the Terrible, Horrible, No Good, Very Bad Day” by Judith Viorst Overhead projector, Board, Anchor Chart, Poem Outline Handouts
Bridge-In (Hook):
1) Remind students (jog memory – activate prior knowledge) of previous lessons about adjectives. What are they? What do they do? (If necessary read to review – “Many Luscious Lollipops” until they remember. During this time we will create an Anchor Chart. Pre existing knowledge: that they know that a noun is a person, place or thing and that there can be plural and non-plural nouns. We will confirm that the students understand the difference between regular (common) nouns and proper nouns.
2) After reading we will have a class discussion about the adjectives that appear in the title. Do the adjectives go along together? Do they support each other in describing the noun?
3) Guided Practice: Brainstorm a list of adjectives as a class. Write a group poem using a given plural noun to emulate the poem “Pumpkins, Pumpkins Pumpkins.” This will scaffold the students before they attempt to write a poem on their own.
4) Independent practice: Students will write their own adjective poem using the same format (outline) as we did as a class. Students will have alongside them their Personal Spelling Dictionary. If students don’t know a word, they can look to their personal dictionary to find it or add a challenging word. We will remind the students to “Ask 3 Before You Ask Me.”
Input From You/Guided Practice: We will be facilitating the lesson, as we want the discussion to revolve around the student’s insight and input. We want to push them farther in their thinking to find different adjectives that can describe the same noun. We will help them write a poem as a class and guide them in the concept and through the examples, but will allow them to work on their own as well. The students will be able to problem solve with each other and as a class through discussions and activities.
Closure: We will have a class discussion to encourage a community of learners. We will summarize the main ideas and identify future problems. A lot of the learning will occur here because students can discuss their challenges and solutions. The discussion will include all students. We will then give the students the opportunity to be a part of the “Author Chair Share.” If students want to share their poem, they can sit in the chair and share with the rest of the class. This is optional as some students will be shy or not want to share their work.
Check for understanding: That the students are able to use multiple adjectives that work together to describe a noun. That students understand that adjectives can be identified numbers, colours or sizes. We will check this through a formative and summative assessment. We will be observing their discussions, see how they share ideas, how they participate in the group poem and how they and when they write their own poem.
Assessment:
Formative: A1 - looking for the students to be sharing ideas relevant to the class activity and discussion (Brainstorming adjectives and making an anchor chart). We will be looking for students as they share ideas, opinions and feelings regarding adjectives or nouns (senses.) We will look to see if the students are asking for assistance from peers and adults (“Ask 3 Before You Ask Me”). C3 - Are the students able to create imaginative writing and representations in their poem? The writing contains descriptions enhanced through sensory details. Are the students able to emulate the style of authors (“Pumpkins, Pumpkins, Pumpkins”). A11: Students order adjectives and connect words to link ideas in their poem. Are able to speak with adjectives and use them correctly.
Summative: Our summative assessment would be the final product, which is the student’s personal poem
Hadil Fonouni
Danielle Peters
June 19, 2013
EDUC 472-4
Grade 3
Language Arts Lesson Plan
Title: Adjective Poems Lesson Plan
Purpose: To compose a written poem based on a large quantity of unique adjectives. The adjectives will be related to a noun that is personal to the student. We will review adjectives and implement in a guided practice. The students will be able to evoke their senses as we get them to call upon the five senses to come up with adjectives that describe a noun. We will encourage them to use emotion and ask them to describe how that noun makes them feel to push them farther in their thinking about adjectives. They will be asked to visualize or paint a picture in their minds and then describe it. We will explain that adjectives are necessary to paint pictures in reader’s minds. Adjectives help the reader see what the writer mean.
Learning Outcome: The students will have learned a variety of new adjectives and how two or more adjectives can be used to describe one noun. The students will also be able to write their own poem using adjectives to describe a noun that is personal to them.
PLO’s: A1 – Use speaking and listening to interact with others for the purpose of contributing to a class goal and completing a task.
A11 – Use the features of oral language to convey and derive meaning, including speaking with subject-verb agreement, and use adjectives.
C3 – Create a variety of imaginative writing and representations following patterns modeled from literature, featuring ideas, developed through interesting sensory details and experimentation with word choice by using new, unusual words and varied descriptive and sensory language.
Materials:
“Many Luscious Lollipops” by Ruth Heller
“Alexander & the Terrible, Horrible, No Good, Very Bad Day” by Judith Viorst
Overhead projector, Board, Anchor Chart, Poem Outline Handouts
Bridge-In (Hook):
1) Remind students (jog memory – activate prior knowledge) of previous lessons about adjectives. What are they? What do they do? (If necessary read to review – “Many Luscious Lollipops” until they remember. During this time we will create an Anchor Chart. Pre existing knowledge: that they know that a noun is a person, place or thing and that there can be plural and non-plural nouns. We will confirm that the students understand the difference between regular (common) nouns and proper nouns.
2) After reading we will have a class discussion about the adjectives that appear in the title. Do the adjectives go along together? Do they support each other in describing the noun?
3) Guided Practice: Brainstorm a list of adjectives as a class. Write a group poem using a given plural noun to emulate the poem “Pumpkins, Pumpkins Pumpkins.” This will scaffold the students before they attempt to write a poem on their own.
4) Independent practice: Students will write their own adjective poem using the same format (outline) as we did as a class. Students will have alongside them their Personal Spelling Dictionary. If students don’t know a word, they can look to their personal dictionary to find it or add a challenging word. We will remind the students to “Ask 3 Before You Ask Me.”
Input From You/Guided Practice: We will be facilitating the lesson, as we want the discussion to revolve around the student’s insight and input. We want to push them farther in their thinking to find different adjectives that can describe the same noun. We will help them write a poem as a class and guide them in the concept and through the examples, but will allow them to work on their own as well. The students will be able to problem solve with each other and as a class through discussions and activities.
Closure: We will have a class discussion to encourage a community of learners. We will summarize the main ideas and identify future problems. A lot of the learning will occur here because students can discuss their challenges and solutions. The discussion will include all students. We will then give the students the opportunity to be a part of the “Author Chair Share.” If students want to share their poem, they can sit in the chair and share with the rest of the class. This is optional as some students will be shy or not want to share their work.
Check for understanding: That the students are able to use multiple adjectives that work together to describe a noun. That students understand that adjectives can be identified numbers, colours or sizes. We will check this through a formative and summative assessment. We will be observing their discussions, see how they share ideas, how they participate in the group poem and how they and when they write their own poem.
Assessment:
Formative:
A1 - looking for the students to be sharing ideas relevant to the class activity and discussion (Brainstorming adjectives and making an anchor chart). We will be looking for students as they share ideas, opinions and feelings regarding adjectives or nouns (senses.) We will look to see if the students are asking for assistance from peers and adults (“Ask 3 Before You Ask Me”).
C3 - Are the students able to create imaginative writing and representations in their poem? The writing contains descriptions enhanced through sensory details. Are the students able to emulate the style of authors (“Pumpkins, Pumpkins, Pumpkins”).
A11: Students order adjectives and connect words to link ideas in their poem. Are able to speak with adjectives and use them correctly.
Summative:
Our summative assessment would be the final product, which is the student’s personal poem